Mr Chadburnhttp://mrchadburn.co.uk
The only way to learn mathematics is to do mathematicsThu, 17 May 2018 16:54:19 +0000en-GBhourly1https://wordpress.org/?v=4.7.10http://mrchadburn.co.uk/wp-content/uploads/2015/08/cropped-LogoMakr1-32x32.pngMr Chadburnhttp://mrchadburn.co.uk
3232Missing Topics in 2017 Edexcel GCSE papershttp://mrchadburn.co.uk/missing-topics-in-2017-edexcel-gcse-papers/
Thu, 17 May 2018 16:54:19 +0000http://mrchadburn.co.uk/?p=1840Continue Reading →]]>I’ve been doing a little review of the EDEXCEL papers from June and November GCSE papers to see if I can spot any obvious gaps in topics they haven’t asked questions on. Some of the questions are difficult to categorise but below is list of topics that I don’t think (?!) have yet to come up.
Of course usual disclaimers hold – I’ve probably missed some obvious ones and some are here that maybe I missed on the papers. Of course there will be many other topics in the papers that have been examined in June and November 2017 and of course this is only for the EDEXCEL papers not AQA or OCR.
However, with these proviso’s and the fact I take absolutely no responsibility for any of these topics turning up or not, in the spirit of collaboration here is my list…

FOUNDATION

Knowing which two numbers a square root is between (non-calc)

Working with mixed numbers – possibly some division of fractions (could be a cross over with higher) – haven’t spotted a division of fractions on any paper.

Maybe a harder crossover question involving pythagoras/trig where you have to find an intermediate answer

Vector additions and multiplications

Relative frequency

Tree diagrams

Mean from ungrouped table (grouped was on in November P1)

HIGHER TIER

Finding HCF or LCM using prime factorisation

Answers in terms of pi

Surds (maybe in the context of pythagoras – there was an awkward rationalisation one in P1 in November)

Rounding to significant figures

Interpreting the gradient and intercept of a real life graph

Completing the square when a > 1

Interpreting the roots and completing the square in terms of a graph

Composite functions

Quadratic formula

Factorising a quadratic when a > 1

Maybe a disguised quadratic

Given graph of y = ab^x find a and b

Trig graphs

Transformation of graphs

Solving simultaneous equations graphically

Term to term rules

Proportion (Direct on P1 in Nov and indirect P1 in June)

Loci and compass constructions

Congruence

Circle Theorems – finding an angle and justifying with geometrical reasons (ensure they know the proofs to them all – the one for angle in a semi-circle was on P3 in Nov)

Conversions between imperial and metric units

Pythagoras/Trig where you have to find an intermediate answer

3D Trig

Vector multiplication and addition

Invarience

Drawing a cumulative frequency diagram

]]>Lets Get Ready – More Revision Calendarshttp://mrchadburn.co.uk/lets-get-ready-more-revision-calendars/
Sat, 28 Apr 2018 15:45:58 +0000http://mrchadburn.co.uk/?p=1837Continue Reading →]]>Had a rather stressful week this week – we’ve had OfSTED in!! Aaarrgggghhh – the Chinese water torture of waiting for that call and getting to Wednesday lunch and breathing a slight sigh of relief in the realisation that they won’t be in that week is over. We’ve been expecting them for a year and thats it (hopefully for 3 or 4 more years!)

I’ve been busy with other non-OfSTED activities though. As you will know I’ve created daily revision calendars for Y11 students to use from September through to the end of April for this school year. They’ve been well received at school and here via twitter. (You can download them all from here.)

I’ve done one last calendar which kicks in when the final one on my site ends – 1st May.

This is designed to give some final revision over the last month or so before the exams.

There are three calendars – a higher tier one focused on those who are looking at getting level 6 and above, a foundation plus one focused on those who are aiming for a 4 or 5 but entered for foundation and a foundation one which is more tailored to those who are aiming at 4 or below.

From 1st May to 23rd May the questions are designed to be done without a calculator to help prepare for paper 1 on 24th May (the Edexcel one that we do is non-calculator for paper 1) and from 25th May onwards these are calculator questions.

I’ve tried to cover a variety of topics and I’ve produced fully worked (and I hope correct?) solutions for each one also.

As always – feel free to use if you feel they are useful! You can download them below (Ideally they should be printed out on A3 if your photocopying budget allows)

Best wishes to you all in preparing your students for their GCSE mathematics exam!

]]>Daily GCSE Challenge 10th April 2018http://mrchadburn.co.uk/daily-gcse-challenge-10th-april-2018/
Tue, 10 Apr 2018 08:06:21 +0000http://mrchadburn.co.uk/?p=1762Continue Reading →]]>With less than 50 days before the summer GCSE examinations I’ve decided to put together a semi-regular series of daily questions aimed at preparing for the exams. I’m going to do a higher one, a foundation plus one (aimed at students doing foundation who want to target a 5) and a foundation one (those targeting a 4 or below).

]]>Higher Tier GCSE Practice Papershttp://mrchadburn.co.uk/higher-tier-gcse-practice-papers/
Wed, 04 Apr 2018 16:56:52 +0000http://mrchadburn.co.uk/?p=1755Continue Reading →]]>As we get ever closer to the summer GCSEs, I’ve produced a set of higher tier practice papers modelled around the Edexcel style of paper. There is a set of 3 papers – one non-calculator and two calculator papers where I’ve tried to cover as wide a scope as possible. The big difference between these and the real papers is that I’ve restricted them to 60 marks and 60 minutes completion time (rather than 80 marks and 90 minutes) mainly because my school year 11 lessons are only 1 hour in duration – so a paper can be covered in a single lesson.

I will put mark schemes up eventually – when I’ve worked through them.
Feel free to use as you wish – as always everything I post is free for anyone to use – all I ask is that if you find them useful, mention it on twitter.

]]>Preparing for the GCSE mathematics examshttp://mrchadburn.co.uk/preparing-for-the-gcse-mathematics-exams/
Sun, 11 Feb 2018 20:35:27 +0000http://mrchadburn.co.uk/?p=1728Continue Reading →]]>This week marks 100 days to the first GCSE mathematics exam of 2018. This week I am doing workshops with year 11s on the best way to prepare for the GCSE examinations. I’m not claiming this to be a definitive list of actions that will ensure success but I do think the actions outlined here if you do (or in some cases don’t) follow then you will be closer to success than failure…

First of all some don’ts…

Don’t leave your preparation too late – it may be 100 days till your first exam but those 100 days will pass quickly and you have other exams to prepare for as well. The earlier you start, the better prepared you will be

Don’t just read a revision guide or read your exercise book and think that is enough – the only way to learn mathematics is to do mathematics

Don’t just concentrate on things you can do – it is nice to do things you can do – its easy and self affirming. However if you find it easy, you already know it.

Don’t ignore the advice of your teachers – the best way to learn from mistakes is to learn from other peoples mistakes and believe me your teachers will have made loads in their life!

Now some do’s…

Know your enemy! Know the gaps in your mathematical knowledge and understanding. Given a list of topics you probably know your gaps but use assessments and mocks from school to help identify them. I’ve produced a revision list which (I think) covers all the topics that could be examined in your GCSE. You can download them below:

Start your preparation NOW. Plan a revision schedule – don’t be too brutal though and make sure you fit in some time off and some rewards (like some time watching TV or going out with friends). Too much revision and you will burn out and this is a big reason to start early!

Get prepared – make sure you have the right equipment – pens, pencils, ruler, scientific calculator, protractor, pair of compasses

Make sure you have resources ready to use – your school exercise books should be your best revision guide. Invest in a decent revision guide/workbook (my school use the CGP revision guides). Ensure you know where to get access to past papers – your school may provide these for you but many are available (with mark schemes) online free of charge from the exam board websites.

Remember that whilst you may be doing the Edexcel GCSE (for example) all the exam boards follow the same set of topics. Whilst they may structure how their papers differently, don’t neglect other exam board past papers – they will give you useful practice.

Focus on what you CAN’T do! It sounds simple but it is crucial! Use my topic list to decide what you need to focus on and concentrate your efforts on these topics.

Revisit the topics you have already revised. I don’t mean do things you can do, but if you’ve covered a topic (lets say factorising quadratic equations) which you’d identified as a gap, and you think you’ve cracked it, leave it a week and revisit it. The more times you re-learn something, the better it sticks!

Do little bits regularly! There are so many free resources out there for you to use and a little bit, often, is the best way to revise any subject. I recommend the following… ALL of which are free! In each case click on the picture to link you to the recommended webpage.

My own revision calendars offer you the opportunity to do a little bit of daily revision with a wide variety of topics

Maths Genie is a great site where you can download past papers from all the exam boards as well as loads of other revision resources

Just Maths – a great site where you can download topic specific questions from the sample papers from each exam board that were prepared before last years exams (the link below takes you to the Higher Tier questions but there is a link on this page to take you to foundation questions)

Corbett Maths is a fantastic website which has online tutorials for each topic and sub-topic covered at GCSE as well as practice questions. The five-a-day page also allows you to get regular, daily practice from a range of topics.

Hegarty maths, just like Corbett maths, has some great online tutorials for the range of topics you need to know before you sit your GCSE. This is the free site which Mr Hegarty developed before his more advance (and very good) paid for site. You have to register with an email but the site is free.

The most important thing to remember about revising for mathematics is….

THE ONLY WAY TO LEARN MATHEMATICS IS TO DO MATHEMATICS

]]>Using the forgetting curve to set homeworkhttp://mrchadburn.co.uk/using-the-forgetting-curve-to-set-homework/
Thu, 08 Feb 2018 20:12:03 +0000http://mrchadburn.co.uk/?p=1718Continue Reading →]]>My problem – and I’m sure this isn’t just mine – is that my pupils often forget what I’ve taught them. I have inherited a Year 10 group which I am pushing hard and I simply cannot afford the time to be re-teaching topics that I’ve taught them already. This is sort of based on the Ebbinghaus Effect – the forgetting curve. I’m no expert on this and I only have a cursory understanding (I’m trying to develop it) but I’ve been trying something with my Year 10 class which is showing promising signs. It isn’t rocket science and I am sure many of you reading this are doing something similar or have done.

I set my class a single homework each week. The homework is essentially split into three parts (they aren’t in any particular order as I describe them nor on the sheets). The first is testing their understanding of what we are covering at the moment. The second is, based on their previous homework sheet, what they struggled on. Of course I will have done some follow up on this after marking the sheet and before setting the next one which hopefully will show evidence of success when I mark the next one. The final part is picking a topic we have covered in the past to ensure that my students are going back on past work and re-learning it with the hope that by revisiting (more than once over a year – maybe twice or three times) the understanding sticks that little bit better. It may be that this topic is an underlying skill needed for the next topic I want to cover, but not always.

Where possible I also add links to Corbett Maths videos to enable students to use these to help them to try and develop a little more self reliance and resilience. They get a copy of the sheet but I upload one to Show My Homework (the homework package we currently use) as a PDF which they can download and simply click the link.

The most recent sheet contains questions on Pythagoras’ theorem which we are currently covering, some questions on compound measures which caused problems on last weeks sheet (a topic we covered last week) and then I’ve decided to re-visit solving simultaneous linear equations – something we covered before Christmas.

Anyway – as I say – nothing earth shattering but it has been received well by my students and it does seem to be having an impact on their confidence in assessments. I’m just putting it out there if anyone finds them useful. If you do, please let me know. I’ve uploaded all bar the first one below (I can’t seem to find the first one!!!) as word files.

]]>A new year plea for those currently in the teaching professionhttp://mrchadburn.co.uk/a-new-year-plea-for-those-currently-in-the-teaching-profession/
Tue, 02 Jan 2018 18:10:00 +0000http://mrchadburn.co.uk/?p=1690Continue Reading →]]>Excellence takes time.It isn’t an instant thing.This is what frustrates me about one of the debates on the future of teaching.Most discussion seems to centre on the ‘recruitment crisis’ in teaching – particularly in some key subjects. There is nowhere near enough consideration given to the retention of teachers.The government shout about the £1.3bn recruitment programme they have rolled out but little thought seems to be given to retaining the teachers we already have – the ones who have, at considerable expense to the state, trained and then taught, gaining experience and excellence over the years.For me this is the crisis facing the UK teaching profession.

The teaching profession in the UK is relatively young – particularly in the primary sector – and whilst there will always be a certain turnaround in staffing, it has been reported that over 40% of teachers are considering leaving the profession in the next five years.There will be a range of teachers in this group – from those who have only recently qualified and maybe have realised that teaching just isn’t for them to those with years of experience at the chalk face who have just had enough.The experience of these teachers is nigh on impossible to replace.You just cannot replace the subject and pedagogical knowledge of a teacher with say 10 to 20 years service with an NQT, however keen and innovative that NQT may be.

When I started teaching in 1995 the accountability structure wasn’t really there.It did need tightening.However in my 22 years as a teacher I believe this has gone to the other extreme and this is a major influence in teachers leaving the profession.Our high stakes accountability structures within the teaching profession are now almost on a par with the management structure within professional football – the only difference is that when managers are sacked they usually have the safety net of a decent pay off.The spectre of OfSTED lingers over every school.The one thing that could significantly reduce the retention problem is a root and branch change to OfSTED and the high stakes culture it engenders.The fact that my own school breathes a sigh of relief every Wednesday afternoon in the knowledge that they won’t be calling this week is wrong, wrong, WRONG!How can high quality organisations develop positively with this spectre in the background?

The mental health of our pupils is becoming a popular topic and should not be ignored but what is not as prevalent in the media is the mental health and wellbeing of the teaching profession.I suspect that the number of teachers suffering mental health problems is significant and rising and is another major influence in retaining good teachers.Mental health is a difficult one as many will try and mask it or hide it.Very few people are open if they have mental health issues – particularly teachers.I am a mental health sufferer and am on medication to help me.I am sure than 95% of my issues stem from my work as a teacher in an ever more demanding workplace.I’m not convinced this is working effectively and certainly not a long term solution and my fear is that, sooner rather than later, I will be one of those who will leave the profession.I have 22 years experience and (I think) am considered a very good mathematics teacher.I still potentially have another 20 years of service ahead of me but I don’t think my mental health will last another 20 years in the current climate.The day of reckoning for me is near and I suspect the only thing keeping me doing what I am doing is that I’m not really sure what else I could do and how else I can pay my mortgage.

Whilst I am still passionate about education and the good it can do, my love of teaching is diminishing. If (or when) I do leave the profession, my school will probably replace me with an NQT who will be considerably cheaper and will help square the circle that is the budget issues in mine (and many other) schools.However what they cannot replace is the experience I’ve built up over the years, or the classroom management strategies I’ve developed which help my classrooms be calm learning environments, or the understanding of how my students learn and the misconceptions they have or of how to prepare students for their high stakes examinations at GCSE or A level.

My appeal in writing this piece is not self-aggrandising or for my future for I suspect I now have a very short shelf life left in the profession – the damage has been done to my self-worth and self-confidence – but for those who will come after me.We have a highly professional and dedicated teaching profession in the UK and until those in positions of responsibility start thinking more about those currently in the profession than those who are about to start, the problems in education will accelerate.

My plea to the secretary of state, the chief of OfSTED and to all who have decision making in education policy is simple – start listening to the teachers in the profession.The vast majority of us are not reactionary and we understand the need for a level of scrutiny and accountability.We want the best education system in the world as well but, to paraphrase a certain football commentator, “you can’t achieve this with just NQTs”.There is a vast amount of experience in the profession that could disappear quickly and for ever – experience that has taken years to develop and cannot be replaced easily or quickly.